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Facilitating Intelligent Career Conversations: Insights from the Bath MBA Dr Svenja Tams Lecturer, Organization Studies U of Bath Clare.

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Presentation on theme: "Facilitating Intelligent Career Conversations: Insights from the Bath MBA Dr Svenja Tams Lecturer, Organization Studies U of Bath Clare."— Presentation transcript:

1 Facilitating Intelligent Career Conversations: Insights from the Bath MBA Dr Svenja Tams Lecturer, Organization Studies U of Bath s.tams@bath.ac.uk Clare Stott MBA Career Dev Manager U of Bath C.B.Stott@bath.ac.uk Prof Michael Arthur Co-developer, ICCS Suffolk U Boston, MA marthur@suffolk.edu

2 Objective To share insights about intensive MBA career development and use of the Intelligent Career Card Sort (ICCS). s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

3 Schedule Background of the Intelligent CareerSvenja Tams perspective and integration within Bath MBA How are students making use of Clare Stott Career Development and the Intelligent Career Card Sort? How could the Intelligent Career perspective Discussion (& the ICCS) contribute to your existing career development activities? Using the ICCS as part of online teachingMichael Arthur Resources s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

4 Intelligent Career Perspective What career investments can strengthen individuals career resilience in dynamic and uncertain labour markets? How can intelligent career conversations as a constructive process of exploring and working with what is enable a more proactive, adaptable and meaningful engagement with ones career? s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

5 Interdisciplinary Career Development Knowing How... we work Job-related Competences, Expertise Skills Knowing Why … we work Identity, Values, Meaning, Adaptability Knowing Whom … we work with Social capital Networks Supportive relationships s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

6 Integrating this on the Bath MBA Personal Leadership & Careers s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu Introductory 2-day workshop 1 day on Self-directed & relational career development Students develop their own learning agenda (assessed by Learning Review) Follow up activities (1 year) Careers coaching & focused careers seminars (1-2 days) Leadership development workshops (1-2 days) ALS & peer coaching groups Tutorials

7 Within organizations Knowing How Job-related competencies Interpersonal effectiveness & influence Managing new roles Knowing Why Values, norms, stories & language of the organization What gets rewarded around here Knowing Whom Strategic/operational/personal networking for resources, status & support s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

8 Beyond organizations Knowing How Positioning for future employment Signaling expertise What experiences will enhance mobility to new projects? Knowing Why Personal priorities, history & growth Values, norms, stories & language of the wider field – eg industry and occupational community Ability to continuously update and morph into new professional identities Knowing Whom Networking for social capital, project- opportunities and collaboration s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

9 Instead of occupational assessment, we adopt a constructivist approach to develop career meta-competences: MBTI 15 statements exercise Life-line exercise Reuters case study Action inquiry (Fisher, Rooke, & Torbert, 2003) Developmental network map Self-awareness through self-assessment Intelligent Career Card Sort (ICCS) Facilitating conversational learning s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

10 Activity: In groups of 3 To reflect on your own intelligent career To help someone else reflect on his or her intelligent career Use active listening, peer-coaching approach Why Whom How s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

11 Activity: In groups of 3 Speaker 8-10 minutes to explain why he or she has selected the seven knowing why and knowing how statements. Witness Practicing active listening Asking questions that aim at deepening the understanding behind the selection of these statements. Observer Note taking – using the speakers own words. Observe patterns. At end of debriefing, summarize key themes that you heard emerge during the conversation. Swap roles Why Whom How s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

12 Evidence, from student coursework, of how students have taken on intelligent career ideas in their own work and career Questions raised and issues to consider Career Learning on the Bath MBA s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu Why Whom How

13 Case Study One: Male, 34 …a major factor in embarking on the course was to enhance my future career prospects… …tentative and incremental adjustments over time… …the start of a lifelong process of self development with the objective of unlocking and fulfilling my potential… …a change in the way I operate within my organisation… s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

14 Case Study Two: Male, 35 …my experience of this module has made a positive contribution to my development and my CV, in spite of a rocky start… …the learning from the ICCS, MBTI, and objectives from the module from the outset, have placed more emphasis on my personal development… …a long list of tools I have utilised to increase my self awareness and define actions to develop my managerial competencies… s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

15 Case Study Three: Female, 31 …reflection has been essential for me to understand my career choices and ambitions… …never fully grasped what the catalyst behind this belief was until I engaged in this exercise… …it has made me set new career expectations of myself…it has led me to build a personal development plan based on the theories which underpin the ICCS model s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

16 Observations and Insights Influence of ICCS often implicit rather than explicit Provides language and vocabulary Complementary processes Horses for courses Different entry points From resistance to appreciation s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu

17 1.How could the Intelligent Career perspective (and the ICCS) contribute to your existing career development activities? 2.Given the issues we raised, what could you do to maximise learning benefits and outcomes for students? Buzz groups (6 min) s.tams@bath.ac.uks.tams@bath.ac.uk - c.b.stott@bath.ac.uk - marthur@suffolk.educ.b.stott@bath.ac.ukmarthur@suffolk.edu Why Whom How

18 For further information … Related to the Bath MBA:Related to the ICCS: Dr Svenja Tams Lecturer, Organization Studies U of Bath s.tams@bath.ac.uk Clare Stott MBA Career Dev Manager U of Bath C.B.Stott@bath.ac.uk Prof Michael Arthur Co-developer, ICCS Suffolk U Boston, MA marthur@suffolk.edu


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